Become A SPARK Leader

Click here to access the SPARK Leader Employment Application. 

The Completed Application Packet includes:

  • Registration/Course Schedule, if applicable.
  • Unofficial Academic Transcript. (An official transcript will be required upon an offer of employment.)
  • Completed SPARK Leader Employment Application.

The Completed Application Packet may be

  • Emailed to gtccspark@gtcc.edu
  • Delivered to room 314 in the Hassell Health Technologies Center on the campus of Guilford Technical Community College (Jamestown campus)

OR

  • Mailed to:
    SPARK
    Post Office Box 309
    Jamestown, NC 27282

SPARK Leader Job Description

SPARK Leader for Supplemental Instruction:

Hours: 12 hours to 15 hours per week, Monday through Friday
Duration: Academic year when classes are in session
Description: Supplemental Instruction Leaders provide peer-assisted learning through group academic assistance to students in specific courses. SI Leaders report directly to the Coordinator of SPARK.

SPARK Leader Qualifications, Activities and Outcomes

  • An overall GPA of 3.0 or above (on a 4.0 scale) is required.
  • A grade of 3.0 or above (on a 4.0 scale) in the selected course; prior enrollment with the professor who is to teach the selected course is preferred.
  • Demonstrates content-competency.
  • Good interpersonal and communication skills.
  • Availability to work at least 12-15 hours per week.

  • Attend all class lecture meetings of the selected course, take notes, do homework and read all assigned materials including texts and supplemental readings.
  • Conduct regularly schedules study sessions (typically 1 per week) throughout the term using strategies learned through with the SPARK Coordinator for debrief sessions.
  • Regularly meet with the SPARK Coordinator for debrief sessions.
    • Discuss observations of the SPARK sessions.
    • Discuss the creation and use of SPARK sessions handouts.
    • Discuss the planning of SPARK sessions and use of a wide variety of learning strategies.
    • Notify the supervisor about problems or potential problems.
  • Assist SPARK coordinator in training other SPARK leaders

  • Provide additional supplemental instruction sessions and/or marathon sessions as necessary (e.g., prior to exams).
  • Provide handouts for use during SPARK sessions.
  • Ascertain course requirements and maintain contact throughout the term with the course professor of designated representative.
  • Meet with other campus SPARK leaders and supervisory staff at scheduled meetings.
  • Other duties as assigned by the Coordinator

  • Complete necessary personnel paperwork.
  • Attend SPARK leader training workshop prior to the beginning of each term.
  • Work with the SPARK coordinator to select appropriate times and scheduling of SPARK sessions.
  • Make periodic announcements about the availability of the SPARK sessions to the students.
  • Ensure that initial SPARK survey and End-of-Course surveys are distributed and assist with data analysis.
  • Collect attendance data for every SPARK session, including student names, course title, data and time of session.
  • Assist SPARK coordinator in the preparation of end-of-course reports and other reports as requested.
  • Maintain a professional attitude about matters such as class standards, grades, and student complaints.
  • Model appropriate professional attitudes and behaviors to staff, students and others.
  • Provide SPARK Coordinator with an up-to-date schedule of your SPARK sessions.

Acquisition of Knowledge

  • Demonstrate competent and outstanding knowledge in specific academic content areas
  • Enhance content knowledge by actively engaging with content
  • Demonstrate competent and outstanding skills in peer-based learning strategies
  • Acquire skills in digital peer-based learning techniques
  • Acquire skills in time management
  • Acquire skills in academic success coaching
  • Acquire skills in maintaining database information

Application of Knowledge

  • Apply content in specified courses
  • Apply peer-based learning strategies and academic success coaching

Personal and Professional values 

  • Adhere to personal academic integrity in accordance with university policy
  • Adhere to highest professional standards to maintain certification

Sense of Community 

  • Provide leadership to others students in directing to campus resources
  • Serve as a student leader and representative of the campus community
  • Participate in community of peer learning assistants

Critical Thinking and Problem Solving 

  • Identify student learning needs
  • Identify student needs for campus resources
  • Model critical thinking skills in peer-based learning environment
  • Apply learning strategies to meet student learning needs
  • Recommend campus resources to meet student needs

Communication 

  • Acquire and apply skills in interpersonal communication, digital communication, and effective writing and speaking